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Nursing Planning and Implementation Ⅱ

Course Code: 1000127                  College: HOPE School of Nursing

Semester:Fall                         Intended Students: The third year students

Credits: 4                            Instructor: Zou ZhijieChina

Course Content:

Course Objectives: At the end of the course, the student will be able to:

1.   Discuss the care to be given to clients based on physiological alterations.

2.   present alternatives of care for specific physiological based on body systems:

3.   Analyze adaptive responses of clients with psychological alterations.

4.   Evaluate care given to clients for its effect upon resolution of clients problem(s).

5.   Teach clients content appropriate to individual level of comprehension about personal health, disease, diet, medications, treatment, etc.

6.   Evaluate the implementation of care in given situations based upon nursing theory.majorTeaching content:

Topic outline:

Module 1: Nursing care of the clients with Altered psychological status

Module2: Nursing care of the clients with Genetic /Chronic Alterations

Module3: Nursing care of the clients with physiological alterations from Disease, Diet and Deterioration

Module 4: Nursing care of the clients experiencing surgical Alterations

Module 1 nursing care of clients with genetic/chronic alterations

Module description: module 1 analyzes the importance of self-management for client/family with genetic/chronic alteration. Discuss the effect of genetic/chronic diagnosis on individual and family. Present the community resources for the individual and family. And the students should understand the importance of prevention.

Module Objectives

At the end of the module the student will be able to:

1. Discuss the importance of self-management to client/family with genetic/chronic alteration.

2.  Discuss the effect of genetic / chronic alteration on client/family.

3. Consider community resources for the individual and family with a chronic debilitating condition.

4. Discuss the importance of prevention for client/family with genetic/chronic alteration.

Objectives 1Discuss the importance of self-management to client/family with genetic/chronic alteration.

(2 class hours;Lecture and discussion)

Contents

  1. Introduce the objectives, schedule, requirement, evaluation, and references of this module.

2.  Discuss the self-management of client with genetic/chronic alteration.

3. Discuss the evidence based researches on self-management. How the students apply the results in the clinical?

4. Describe the nurse’s role in management of chronic illness.

Pre-class preparation

1.  The students should review the concepts they learned last semester.

2. The students need to search at least 2 articles on self-management of patients/families with genetic/chronic illness, which includes at least 1 English article. They need to read all of them before the class.

Assignment:the students need to apply the results of the discussion in the class into the clinical. They also need to turn in written report to the teacher about the effectiveness and experience. (the written report should be turned in before 8pm of the fourth week of each shift.)


Objectives 2: Discuss the effect of genetic / chronic alteration on client/family.

(3 class hours; Presentation and Discussion)

Contents

  1. Analyze the effect of genetic/chronic alteration on individual, family, and society.
  2. The nurse’s role in the assessment of depression and/or suicide tendency related to the genetic/chronic illness.
  3. Select three of the cases in clinical practice. Discuss the effect of genetic/chronic        

alteration on client, family, and society.

Pre-class preparation

1. The students should review the psychological knowledge they learned last semester, especially the assessment of depression and suicide potential.

2. The students need to search the newest demographic data of genetic/chronic illness, which includes morbidity, mortality, admission rate, hospital expenses, and medical expenses, etc. They need to read all of them before the class and report it.

3.Divide the students into 3 groups. Each group can choose one case they took care before to discuss the effect of the genetic/chronic illness on the patient, family, and society. Then the students need to present it with PPTs. After the presentation, all the students attend the discussion.

Assignment:assess if the patient has depression, anxiety, and suicide tendency, and report the assessment results to the clinical teachers.


Objectives 3: Consider community resources for the individual and family with a chronic debilitating condition.

(1 class hours; Lecture and Discussion)

Contents

  1. Identify individual and family support systems.

2. Identify community resources, social support network for the individual and family with a chronic debilitating condition.

3.  Consider the access to gain the community resources.

  1. Choose 3 cases from clinical practice to discuss.

Pre-class preparation

1. The students need to search the international and domestic policies and laws related to genetic/chronic illness, the newest information and action that community do to genetic/chronic illness. They need to read all of them before the class.

2. Divide the students into 3 groups. Each group can choose one case they took care before to discuss the access that the patient and family to gain the community resources and what community resources they can have currently. Then the students need to present it by oral or PPTs. After the presentation, all the students attend the discussion.

Assignment:to search the useful community resource for the patients/families the students are taking care. Tell the patients/families the information, and then turn in the written report of the whole process and evaluation of the usefulness of the community resource before 8pm of the third Sunday each shift.

Objectives 4: Discuss the importance of prevention for client/family with genetic/chronic alteration.

(10 class hours; Lecture, Discussion, and Simulation activity)

Contents

  1. Discuss the importance of three levels of prevention. (2 class hours; Lecture and Discussion)

1) Introduce the definition of prevention and three levels of prevention.

2) How to do intervention to prevent the chronic diseases?

3)Group discussion: discuss the characteristics of prevention for hypertension, diabetes, and tumor. How to do it in different area, such as hospital, home, and community?


Pre-class preparation

1. The students need to review the concept of prevention.

2.The students need to search the research on the prevention of hypertension, diabetes, and tumor. They need to read the articles and analyze.

3. The importance of genetic screening and genetic counseling for families. (1 class hours; Discussion)

  1. Let the students list common genetic diseases
  2. Identify the purposes and methods for genetic screening
  3. Discuss the high risk population of genetic screening.
  4. The role of the nurse in genetic counseling.

Pre-class preparation

1. The students need to review the genetic diseases they learned and the medical knowledge.

2. The students need to understand the concepts of genetic screening and counseling before the class, as well related policies.

3. Identify the importance of exercise in patients with genetic/chronic illness. (1 class hours; Lecture)

  1. Identify the definition of exercise.
  2. Introduce the principles of exercise in patients with genetic/chronic illness.
  3. Discuss the contents of exercise which should be considered when making the exercise plan.


Pre-class preparation

1. The students need to review the exercise instruction to the patients during the practice.

2. The students need to finish the reading assignment.

Assignment:make a detailed exercise instruction plan for the patient. Turn in the written report with the plan and the experience before 8 pm of the second Sunday each shift).


4. The influence of rehabilitation to the patients with chronic illness. (6 class hours; Lecture and Discussion)

  1. Identify the definition of rehabilitation. (0.5 class hour)
  2. How to assess the need of rehabilitation of the patients with chronic illness, such as disability, muscle force, joint activity, and daily life ability, etc. (1 class hour)
  3. Introduce the common rehabilitation methods. (1 class hour)
  4. Discuss the influence of rehabilitation to the patients with chronic illness. Let the students search the newest evidence based research on rehabilitation and share the information. (0.5 class hour)

5) Simulation activity: let the students take care a patient with type 2 diabetes who just got the complication, diabetes foot. (3 class hours)

Pre-class preparation

1. The students should review the required knowledge and skills before the simulation activity.

2. The students should to finish a detailed medication management plan before the simulation activity.

3. The students need to make sure their roles before the simulation activity.






Module 2 Nursing care of the patient with psychological alternation

Module description:

This Module is designed to address nursing concepts related to altered psychological status (psychiatric and mental health). The focus is on clients with acute and chronic psychiatric disorders and their mental health. Nursing strategies that are appropriate for assessment and intervention with individuals, families, and groups to facilitate optimal holistic health especially mental health will be discussed and practiced.


Module Objectives

By the completion of this course, the student will achieve the following objectives related to the care of persons with psychosocial disorders:

1. Integrate theoretical knowledge from nursing and related disciplines, in the development of a framework for clinical nursing practice that addresses intrapersonal, interpersonal, and extrapersonal influences on mental health promotion and illness prevention.

2. Articulate the importance of self-awareness in mental health nursing.

3. Formulate clinical nursing judgments and skills in providing direct care to clients experiencing acute and chronic alterations in mental health.

4. Discuss treatment modalities utilized with clients who are experiencing alternations in mental health.

5. Educate and counsel clients within the context of the family and group about mental health, mental illness, and health-seeking behaviors.

6. Develop collaborative relationships with members of the interdisciplinary health care team in planning and implementing optimal client care.

7. Implementing strategies based on corresponding theories (Peplau, therapeutic interpersonal process) to develop the therapeutic nurse-patient relationship.

8. Identify the types of therapeutic communication applicable to mental health nursing. Analyze the processes of therapeutic communication and therapeutic use of self with children, adolescents, adults and families experiencing mental health concerns(Travelbee, 1971).

9. Utilize professional nursing standards and clients rights as guidelines for interacting with clients experiencing acute and chronic alterations in mental health.

10. Summarize relevant research findings related to the diagnosis, nursing care, or modalities of treatment of clients experiencing a variety of psychosocial disorders.

11. Identify ineffective coping behavioral patterns in clients of all ages.

12. Relate patterns of ineffective coping in clients with psychological alternations.

Corresponding objectives : objective 1,3,4,9;(Holistic framework; promote self-awareness;formulate clinical nursing judgments and skills in providing direct care,treatment modalities,Utilize professional nursing standards and clients rights as guidelines)


Week 1.  Crisis intervention and Nursing care of suicide (Class 5 hr)


Pre-class preparation

1. Review Lecture 7 of last semester (Crisis intervention- Nursing care of unexpected and violence events.

2. Prepare knowledge of characteristics of a crisis; phases and types of crisis.

3. Identify and analyze roles of nurses during crisis intervention based on psychiatric and mental health hospital clinic practice and then report in the following class.


Contents and teaching strategies:

Lecture 3hr

1. Introduce the objectives, schedule, requirement, evaluation, and references of this module.

2. Discuss phases in the development of a crisis together based on experience together.

3. Case study: 3 cases

1) Identify the types of crisis (as 3 groups)

2) Identify and compare situational crisis and developmental crisis

3) Conclude steps and measures of crisis intervention (environmental manipulation, general support, generic approach, and individual approach)

4. Review Theoretical Perspectives on Suicide

5. Nurses’ attitude to suicide;Facts and fables about Suicide

6. Case study: Nursing care of suicide


Specific Pre-class preparation for Simulation

1. The students should review the required knowledge and skills before the simulation activity.

1)Define and differentiate between anger and aggression;

2)Identify when the expression of anger becomes a problem;

3)Discuss predisposing factors to the maladaptive expression of anger;

4)apply the nursing process to clients expressing anger or agrees ion;

5)Prepare knowledge of unclassified Mood Disorder/Borderline personality disorder;

6) Review knowledge and skills of therapeutic communication.

7) Prepare knowledge of related psychopathology.

2. Utilize concept map finish a nursing care plan of Aggression/anger management before the simulation activity (based on specific theories and therapeutic interventions, such as cognitive, behavior therapy, relaxation therapy and complementary therapies.)

3. The students need to make sure their roles before the simulation activity.


Lecture 2hr  Simulation : Anger/Aggression management

Simulation:

Introductory learning: key points of anger/aggression management;

Objective:

  1. Effective teamwork;
  2. Provide care according to clients’ responses;
  3. Evidenced based interventions are encouraged to implement.
  4. Scenario:  a 22-year-old woman with unclassified Mood Disorder/Borderline personality disorder, irritation and being high risk for aggression.
  5. Arrangement: students divided into 2 groups, simulate in the scenario in sequence and debriefing separately.


Assignment: 1)Identify and analyze the major problems during simulation;2)at least reading one English paper and summarizing interventions.  submit into BB before 8pm of the third Sunday of each shift.


Corresponding objectives : objective 1,4,10,11,12;(Holistic framework; therapeutic interventions;Summarize relevant research findings; Coping)


Week2. Therapeutic interventions: Therapeutic groups, intervention with families, milieu therapy, relaxation therapy and complementary therapies (Class 5 hr)


Pre-class preparation

1. Therapeutic Groups

1) Define a group; identify various types of groups; differentiate therapeutic group and group therapy.

2) Describe physical conditions that influence groups; Discuss “curative factors” that occur in groups;

3) Describe physical conditions that influence groups;

4) identify various roles that members assume within a group;

5) describe the role of the nurse in group therapy;

2. Milieu Therapy-the therapy community

1) Define milieu therapy, articulate the importance of milieu therapy, theoretical concepts and development; 

2) Explain the goal of therapeutic community; identify seven basic assumptions of a therapeutic community;Function and principles of milieu therapy;

3) Describe the role of the nurse on the inter-disciplinary treatment team.

3. Interventions with family

1) Define the term family; identify the stages of family development;

2) Describe characteristics of adaptive family functioning;

3) Discuss the essential components of family systems, structural, and strategic therapies;

4) Apply the steps of the nursing process in therapeutic intervention with families.

4. Relaxation therapy

1) Identify conditions for which relaxation is appropriate therapy;

2) Describe physiological and behavioral manifestations of relaxation;

3) Discuss various methods of achieving relaxation;

4) Describe the role of the nurse in relaxation therapy;

5. Complementary therapies:Discuss the techniques used in various complementary therapies (herbal medicine, acupressure and acupuncture, diet and nutrition, chiropractic medicine, therapeutic touch and massage, yoga, and pet therapy.


Lecture 3hr

  1. Discuss and explore about the types of groups and the role of the nurses in group therapy together, based on the clinic practice in Psychiatric hospital and mental health center.
  2. Discuss about the difference between therapeutic groups and group therapy together.
  3. Demonstrate psychodrama by students;Students divided into 2 groups and play in sequence, and then analyze together.
  4. based on current situation in psychiatric hospital and mental health center, articulate the importance of milieu therapy and  the role of the nurse on the inter-disciplinary treatment team


Lecture 2hr

1. Based on the students’ own families, identify the stages of family development together

2. Case study: family systems and structural and strategic therapies, nursing process in therapeutic intervention with families.

3. Discuss together based on some scenarions: Identify conditions for which relaxation is appropriate therapy

4. Enjoy relaxation: listen music, experience progressive relaxation; do exercises;

5. Discuss the techniques used in various complementary therapies (herbal medicine, acupressure and acupuncture, diet and nutrition, chiropractic medicine, therapeutic touch and massage, yoga, and pet therapy) by students.

Assignments:Reading 3 English papers related to therapeutic interventions and summarize based on evidence and then s submit before 8pm of third Sunday each shift.

Corresponding objectives : objective 1,9,11,12;(Educate and counsel clients within the context of the family and group;  Develop collaborative relationships with members of the interdisciplinary health care team ;Identify ineffective coping behavioral patterns in clients of all ages,Relate patterns of ineffective coping in clients with psychological alternation)


Week 3 Nursing care of clients with alterations in psychosocial adaptation and Continuous nursing.

Pre-class preparation

  1. Define abuse, dependence, intoxication and withdrawal; types of substance; identify symptomatology and use of the information in assessment of clients with various substance-use disorders and substance-induced disorders;
  2. Discuss predisposing factors implicated in the etiology of substance-related disorders.
  3. Identify nursing diagnoses, select appropriate interventions.
  4. Characteristics and functions of “AA”.
  5. monitor self-awareness, promote empathy based on clinic practice;
  6. Concepts、components and nurses’ roles of primary, secondary and tertiary prevention;
  7. concepts and components of clinical pathway and case management;
  8. Collect information about the mental health status among homeless people and those who live in rural places.


Lecture Substances-related disorder  3hr

  1. Review “Substance” and “Substance abuse” around you.
  2. Discuss “substance abuse” related law, especially law referring to medical staff;
  3. Questions and answers:Tolerance, Physical dependence, Psychological dependence, substance dependence.
  4. Review nursing diagnoses related to substance abuse.
  5. Enjoy movie: Crazy heart:
  6. Identify the predisposing factors of Bad Bladder
  7. Four stages of alcohol addiction (and drug abuse)
  8. Identify and conclude the nursing problems
  9. Function and components of AA
  10. Discuss corresponding interventions: coping, social support.
  11.  

Lecture Continuous Nursing of Psychiatric and mental health nursing 2hr

  1. Discuss components of clinical pathway
  2. Case study (eating disorder) : how to utilize clinical pathway; how to relearn socially appropriate behaviors.
  3. Introduce case management and case manager
  4. Case study: Discuss nursing intervention in primary prevention of mental illness within the community

Assignments:Search information about “AA” or search papers related to current psychiatric and mental health community nursing of western countries, Hongkong or Taiwan.


Week 4: Nursing care of clients with alterations in psychosocial adaptationDementia and Memory Impairment, 3hr

Pre-class preparation

  1. Define dementia, memory impairment;
  2. Identify nursing diagnoses common to clients with dementia  and memory impairment;
  3. Identify topics for client and family teaching relevant to cognitive disorders.
  4. Discuss various treatment modalities relevant to care of patients with dementia.


Contents and teaching strategies

  1. Review together about physiopathology of cognitive disorder
  2. Differentiate Dementia of the Alzheimer's Type and Vascular Dementia
  3. Case study: 1) Identify the pertinent assessment data from which nursing care will be devised; 2) what is the primary nursing diagnosis for Joe? 3) How would outcomes be identified.
  4. Enjoy movie: Away from her; discuss as groups:
  5. how to identify the manifestations of the early stage of dementia
  6. How to help family members to cope with alterations
  7. How to slow down cognitive impairment
  8. How to monitor self-awareness.

Assignments:Search information about “AA” or search papers related to current psychiatric and mental health community nursing of western countries, Hongkong or Taiwan.

Module 3 Nursing Care of Clients with Physiological Alterations from

Disease, Diet, and Deterioration

Module description:

This module is designed to address nursing concepts related to physiological alterations. The focus is method and caring that help clients adapt their physiological alterations.


MODULE OBJECTIVES:

At the end of the module, the student will be able to:

  1. Discuss appropriate nursing care based on nursing diagnosis for clients with physiological alterations of pregnancy.
  2. Discuss appropriate nursing care based on nursing diagnosis for clients with physiological alterations of childbearing.
  3. Nursing care for newborn.
  4. Nursing care for clients with physiological alteration related to general aging.
  5. Nursing care based on nursing diagnosis for clients with physiological alterations from selected diseases.

Objective 5: Lecture 1 Nursing care based on nursing diagnosis for clients with physiological alterations from selected diseases.

  1. Familiar with the classification of nursing diagnosis

Respiratory physiological changes and care for these changes, including how to make nursing diagnosis (such as: blood gas analysis, the symptoms, signs, etc.), common nursing diagnosis and implementations

2. Identify relevant nursing diagnosis which is easy making confusing,

3. Case study : holistic care for a patient with COPD  (prepare the knowledge before the class : the etiology, pathogenesis, pathology, clinical manifestations, laboratory and other tests, treatment points, the possible diagnosis and implementation, medication)


Objective 5:

Lecture 2 Nursing care based on nursing diagnosis for clients with physiological alterations from selected diseases.

  1. physical changes and care for Circulatory system diseases, including how to make nursing diagnosis, common nursing diagnosis and implementations
  2. case study: holistic care for a patient with myocardial infarction (prepare the knowledge before the class : the etiology, pathogenesis, pathology, clinical manifestations, laboratory and other tests, treatment points, the possible diagnosis and implementation, medication)


Objective 5:

Lecture 3  Nursing care based on nursing diagnosis for clients with physiological alterations from selected diseases.

  1. physical changes and care for Digestive diseases, including how to make nursing diagnosis, common nursing diagnosis and implementations
  2. physical changes and care for Urinary system diseases, including how to make nursing diagnosis, common nursing diagnosis and implementations
  3. case study: holistic care for a patient with chronic kidney disease (prepare the knowledge before the class : the etiology, pathogenesis, pathology, clinical manifestations, laboratory and other tests, treatment points, the possible diagnosis and implementation, medication)


Objective 5:

Lecture 4 Nursing care based on nursing diagnosis for clients with physiological alterations from selected diseases.

  1. physical changes and care for Hematological disease, including how to make nursing diagnosis, common nursing diagnosis and implementations
  2. physical changes and care for Endocrine system disease,including how to make nursing diagnosis, common nursing diagnosis and implementations
  3. case study: holistic care for a patient with DM (prepare the knowledge before the class : the etiology, pathogenesis, pathology, clinical manifestations, laboratory and other tests, treatment points, the possible diagnosis and implementation, medication)


Objective 5:

Lecture 5  Nursing care based on nursing diagnosis for clients with physiological alterations from selected diseases.

  1. physical changes and care for Immune system diseases, including how to make nursing diagnosis, common nursing diagnosis and implementations
  2. physical changes and care for Nervous system diseases, including how to make nursing diagnosis, common nursing diagnosis and implementations
  3. case study: holistic care for a patient with Cerebrovascular disease (prepare the knowledge before the class : the etiology, pathogenesis, pathology, clinical manifestations, laboratory and other tests, treatment points, the possible diagnosis and implementation, medication)


Objective 5:

Lecture6  simulation teaching:Nursing care for a child with DM1


Objective 6 :

Lecture 7: Nursing care for clients with physiological alterations related to dietary imbalances.

  1. relationship between diet and health
  2. report by students based on different cases
  3. evaluation

Module 4 Nursing Care of the Patient Experiencing Surgical Alterations

Module Description:

This module is to introduce the main concepts in patients with surgical experience. Identify the main influence on the patients and their families physiologically and psychologically. And make nursing care plans for the patients with surgery and make some interventions.

OBJECTIVES: Nursing care of the clients experiencing surgical Alterations

At the end of the course ,the student will be able to:

1. Assess the needs of clients and family and to give up interventions

2. Discuss safety care in surgical module

3. Foresee effects of surgery on patients’ life and developmental stage

4. Utilize related concepts in formulating holistic nursing plan.

Course arrangement

Objective 1Assess the needs of clients and family and to give up interventions.

Week 1: recognize the effects of surgical alterations on client and family (5hours)

Class objectives

1. Students can recognize the the effects of surgical alterations on client’s physiology

2. Students can identify the effects of surgical alterations on psychology of client and family and develop effective intervention.

3. Students can recognize the effects of surgical alterations on social interaction of client and family.

4. Students can discuss the effects of surgical alterations of client and family illustrating cervical and breast cancer.

Class arrangement

The effects of surgical alterations on client and family (3hours)

1. Introduce related factors with surgical alterations (stress, anxiety, pain, self-image disorder)

2. Introduce the effects of surgical alterations on physical, psychological and social interaction of client and family illustrating cervical and breast cancer.

3.Discuss and develop effective nursing intervention.

Simulation (2hours)

Students need to do scenario simulation to take care of the patient in given cases of cervical cancer and breast cancer

Assignment: Preview the pre-operative and post-operative nursing of cerebral surgery.

Review chapters in fundamental nursing, such as Hospital Infection Prevention and Control, Vital Signs, Hygiene, Intravenous Infusion and Blood Transfusion.

Objective 2: Discuss safety care in surgical module

Week 2: safety care (5hours)

 Class objectives

1、Students can recognize the effected factors of patient’s safety

2、Students can identify the risk factors of post-operative infection

3、Students can develop effective interventions to prevent post-operative infection

4、Students can master pre-operative and post-operative route nursing through cases

5、Students can assess the needs of patients with cerebral surgery, make diagnosis and develop effective nursing plan.

Class Arrangement

Patient’s safety (3hours)

1. Introduce related concepts (safety, risk, accident, error, prevention, infection, pressure sore)

2. Review and discuss the potential risky factors in clinic, and guide the students to develop interventions to protect patient’s safety.

3. Discuss the nurse’s role in infection control and prevention of pressure sores.

4. Analyze the interventions to ensure safety illustrating cerebral surgery and urologic surgery cases.

Assignment: 1 preview nursing care of patient with cerebral surgery

          2. review the route nursing in anesthesia recovery period

Simulation: Nursing care of patients with cerebral surgery return to ward (Condition monitoring, avoid safety and infection)

Assignment: Integrate clinic experience with literature review to complete written evidence-based paper.

Topic: Ensure patients’ safety and control surgical infection

           Review nursing care of orthopedic surgery

Objective 3Foresee effects of surgery on patients’ life and developmental stage

Week 3  rehabilitation in post-operative patients (5hours)

Class Objectives

1 Master the nursing care of pre-operative and post-operative care of orthopedic surgery

2 Master rehabilitation exercises for patients with orthopedic surgery.

3 Recognize common complications after orthopedic surgery and develop its nursing interventions

4 Discuss the the factors that cause postoperative complications 

5 Through assessment, students bring up effects of surgery on patients’ life and developmental stage

6 Develop timely and effective interventions to resume normal life as possible for patients with surgery 

Class Arrangement

Rehabilitation (3hours)

  • Group discussion: master the post-operative rehabilitation for patients with knee joint replacement surgery
  • Group discussion: the effects on patients development and social function based on cases of orthopedic surgery

Assignment: develop rehabilitation plan for cases (including inpatient rehabilitation and outpatient rehabilitation plan)

Post-operative Complications (2hours)

  • Discuss: identify complications according clinic experience last semester.
  • Group discuss: how to avoid complications in orthopedic surgery
  • Summarize the nursing care for patients with complications of orthopedic surgery

Utilize related concepts in formulating holistic nursing plan.

Week 4  Holistic nursing plan (3hours)


Role play: select clinic cases, two groups of students make performance of taking care of patients in perioperative period.


Teaching Strategies:

The course will utilize a modular approach in small-size class to instruction. Teaching methods will include discussion, student presentations, case studies, scenario simulation, lecture and audio-visual materials such as films, video, and audio tapes.

Evaluation Methods:Evaluation will be based upon satisfactory completion of modules, active participation in classroom discussions, and course examinations including a comprehensive final test and quiz.

1. Attendance        10%

2. Class Performance  25%

3. Quiz             40%

4. Final test         25%

Textbook:

1.Smeltzer S.C. & Bare B. (2004). Chronic Illness. Textbook of Medical-Surgical Nursing (10thedition). Lippincott Williams & Wilkins.

2.尤黎明,吴瑛.内科护理学.第三版.北京:人民卫生出版社,2005.

3.Townsend, M.C. (2006). Psychiatric-mental health nursing: Concepts of care in evidence based practice (5th ed.). Philadelphia: F.A. Davis.

4.萧淑贞,王纯娟,刘玉云等.精神科护理概论:基本概念及临床应用. 台北: 华杏出版股份有限公司, 2010. (Xiao Shuzhen, Wang Chunjuan, Liu Yuyun, et. al.. Psychiatric Nursing: Concept and Practice. Taipei: Farseeing Publishing Group,2010.)

5.高玉玲等. 精神科临床护理导引:精神科个案护理. 台北:华杏出版股份有限公司,2000.

6.Deitra L Lowdermilk & Shannon E. Perry, Maternity & women’s health care, 8 edition, an affiliate of Elsevier, 2004

7.Michele R. Davidson, Marcia L. London, Patria A. Wieland Ladewig. Olds’ maternal-newborn nursing & women’s health across the lifespan, 8th edition, Prenrice hall, 2008

8.郑修霞,夏海鸥. 妇产科护理学, 第四版, 人民卫生出版社, 2006

9.陈月枝编著,实用儿科护理,华杏出版股份有限公司,2004年出版

10.曹伟新,李乐之。外科护理学。第4版,北京,人民卫生出版社,2006。

11.湖南医科大学附属湘雅医院。病人标准护理计划(外科分册)。第1版,长沙,湖南科学技术出版社,2002。

12.吴在德,吴肇汉。外科学。第六版,北京,人民卫生出版社,2004

13.李和惠,林丽秋,黄玉琪,吴碧云,林贵满。内外科护理学,第三版,台湾,华杏出版社,2010。

List of Recommended References:

Module 1

  1. Smeltzer S.C. & Bare B. (2004). Chronic Illness. Textbook of Medical-Surgical Nursing (10th edition). Lippincott Williams & Wilkins.
  2. http://www.rwjf.org
  3. 尤黎明,吴瑛.内科护理学.第三版.北京:人民卫生出版社,2005.
  4. 陆再英等.内科学.第七版.北京:人民卫生出版社,2008.
  5. http://www.who.int/chp/chronic_disease_report/part1/zh/index.html
  6. http://www.nihe.org.cn/
  7. http://www.tnbzy.com/default.html
  8. http://chinacdc.net/
  9. Brunner L.S. & Suddarth O.S. (1992). Textbook of Medical-Surgical Nursing (7th edition). Philadelphia: Lippincott, 1992
  10. 慢性非传染性疾病预防医学诊疗规范(试行).卫生部疾病控制司,2002.
  11. 中国慢性病报告.中华人民共和国卫生部疾病预防控制局,2006.
  12. Reinvention of Depression Instruments by Primary Care Clinicians. Baik SY.; Gonzales JJ.; Bowers B.J.; Anthony J.S.; Tidjani B.; Susman J.L. Reinvention of Depression Instruments. 2010, 8(3):224-230
  13. http://www.biomedcentral.com/1472-6963/10/95
  14. http://www.implementationscience.com/content/5/1/43

Module 2

  1. Mary C T. Essentials of psychiatric mental health nursing, 3rd ed. Philadelphia: F.A. Davis Company, 2004.
  2. Katherine M F. Psychiatric nursing care plans, 4th ed. St. Louis: Mosby, 2003.
  3. Katherine M F, Patricia A. Psychiatric mental health nursing, 3rd ed. St. Louis: Mosby, 2003.
  4. Sheila L V. Psychiatric mental health nursing, 3rd ed. Philadelphia: Lippincott, 2004.
  5. Patricia D. Barry. Psychosocial Nursing, 3rd ed. Philadelphia: Lippincott, 1996.
  6. Rawlins Williams Beck. Metal Health Psychiatric Nursing-A Holistic-Cycle Approach, 3rd ed. St. Louis: Mosby, 1993.
  7. 沈渔邨. 精神病学. 第5版. 北京:人民卫生出版社, 2009.
  8. 姚树桥,孙树礼. 医学心理学. 第5版. 北京:人民卫生出版社, 2008.
  9. 李小妹.精神科护理学—护理双语教材.北京:人民卫生出版社, 2006.
  10. 李峥,王志英.临床护理学:认知/感知. 北京: 中国协和医科大学出版社, 2002.

Movie

  1. 飞越疯人院
    1. away from her (Dementia)
    2. Rain man (Autism)
    3. Beautiful minds (struggle with Sch)
    4. Crazy heart (substance abuse)
    5. The Shrink (Self-awareness)
    6. The Big Blue (interpersonal relationship)
    7. The Legend Of 1900 (isolation from society)
    8. double faced
    9. seven-year itch

11. 阳光小美女

12. AVIATOR

13. Wit

14.偷心

15. Cancer

Module 3

  1. 李和惠,林丽秋,黄玉琪,吴碧云,林贵满. 内外科护理学,第三版,台湾,华杏出版社,2010
  2. 尤黎明,吴瑛.内科护理学.第4版. 北京:人民卫生出版社,2006
  3. 曹伟新,李乐之. 外科护理学, 第4版, 北京: 人民卫生出版社, 2006
  4. 湖南医科大学附属湘雅医院, 病人标准护理计划(内科分册), 第1版, 长沙: 湖南科学技术出版社, 2002
  5. 焦广宇. 临床营养学,人民卫生出版社,2007
  6. 陈月枝,实用儿科护理,第3版,华杏出版社,2004
  7. Smeltzer, S.C., Bare, B. G., Hinkle, J. L. Cheever, K. H. Brunner and Suddarth's Textbook of Medical-Surgical Nursing. 11th edition, Lippincott Williams & Wilkins , 2008.

Module 4

1.    曹伟新,李乐之。外科护理学。第4版,北京,人民卫生出版社,2006。

2.    湖南医科大学附属湘雅医院。病人标准护理计划(外科分册)。第1版,长沙,湖南科学技术出版社,2002。

3. 吴在德,吴肇汉。外科学。第六版,北京,人民卫生出版社,2004

4. 李和惠,林丽秋,黄玉琪,吴碧云,林贵满。内外科护理学,第三版,台湾,华杏出版社,2010。

5. Smeltzer, S.C., Bare, B. G., Hinkle, J. L. Cheever, K. H. Brunner and Suddarth's Textbook of Medical-Surgical Nursing. 11th edition, Lippincott Williams & Wilkins 2008.

6. http//:www.orlive.com

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